Neuroeducation, Artificial Intelligence and Curriculum Management in Journalism: Notes for University Learning

Abstract

Higher Education demands new strategies to respond to the cognitive demands of the digital era and the variability of students' needs in the teaching-learning process. Neuroeducation provides scientific foundations for designing formative experiences that stimulate emotion, attention, and brain plasticity. In turn, Artificial Intelligence (AI) offers tools for the personalization of learning, the automation of teaching tasks, and the inclusion of students in vulnerable situations. In the specific context of the journalism degree, the relationship between neuroeducation, AI, and curriculum management opens up spaces for a more advanced teaching-learning process, giving rise to novel fields such as neurocommunication and neurojournalism, which link knowledge of brain functioning with the production of messages that have greater impact and ethical responsibility. This essay examines the opportunities presented by the articulation between neuroeducation, artificial intelligence, and curriculum management as a transformative axis of the teaching-learning process in this field, while also warning of challenges, such as the need for specialized teacher training, the ethical risks associated with artificial intelligence, and the limitations on access to information and communication technologies imposed by the economic blockade. Curriculum management institutionally materializes this convergence from a critical, interdisciplinary, and contextualized perspective, in accordance with the formative demands that Cuban society imposes on twenty-first-century journalists.